Breve descripción de los principales servicios de red

Each of the participants in the current study entered the teaching profession to make a difference in their students’ lives and in the educational system. These teachers can see the differences not only in their students’ eyes when they understand a new concept but also when former students return to tell them how their teachers have

inspired their direction in life. The three former engineers and one intern that participated in this study felt that they were all successful in their former occupations because of their work ethic and competence. They are very knowledgeable of their content area, and they all expressed, in their narratives, the confidence that they have in their success as a teacher and in their student’s success. Cynthia wrote, “I really believe I was called to teach. This is the one thing in my life that I believe I am really good at and that I succeed at (most times).” Cynthia also wrote, “I always like to tell people that teaching is in my blood. I am the fourth generation on my mother’s side to graduate from college and we all have taught.” Jill wrote, “I feel that I was chosen to make that positive impact on the lives of others that was made on my life and that has greatly influenced my success.”

These teachers are proud of their students and believe that all of their students can achieve academic success. Although the participants often expressed concern and

frustration with the low level of parental involvement, these teachers still try to provide the students with a nurturing and positive learning environment. Jonathan wrote about dispelling the myth that poor performance in mathematics is hereditary among African Americans. He wrote:

Succeeding in spite of …. is the heritage of the African American race. The mere fact that African-Americans still exist in this country is a sign of our endurance and ability to overcome. It is with this same resolve that whenever I hear such statements from parents, I recall great doctors, engineers, and architects of our history. All of these great creators succeeded in spite of their conditions (N). Victoria also expressed her desire to see students succeed. She wrote:

I am driven by the fact that I want my students to learn how to think and critically study mathematics. It feels so rewarding after students struggle to see the

light bulb finally turn on. Now, I am motivated to see more students become successful at learning mathematics.

Although only two of the participants expressed that they had always wanted to be a teacher, all of the participants have grown into effective teachers. I have observed these teachers’ pedagogies transform from teacher-centered classrooms into more student-centered classrooms. I have noticed the use of more authentic assessments, teacher reflections, and collaboration. These participants are enjoying their roles as new teachers and feel that they have indeed been successful for the past five years. When I asked the participants to expound on their personal definitions of success, all of them equated their success to the success of their students. Cynthia put it plainly:

When they (students) are successful, then I am successful. One way I define success is when my students were successful on the end-of-course test last year. But what really makes me feel successful is when my students come back to tell me, like one of my students at a college in Florida, that I inspired them to be an engineer (F1).

Similarly, Victoria nodded and said, “I would agree with Cynthia. The first thing that came to my mind was test scores. In addition to that, success for me is when, like seeing the student struggle, then finally he get it” (F1).

Likewise, Jill remarked:

My success is when students are making progress and feeling good about what they are learning. I feel a greater amount of success when I see my struggling student’s lights come on for them. I really feel successful when I reach my level 1 and level 2 students. They understand what is taught on a daily basis.” (F1) Victoria echoed the same sentiment, “When the students feel comfortable and confident in their ability to learn mathematics is when I feel successful as a teacher” (F1).

Conversely, Jonathan does not feel that a teacher can claim success if the performance is not repeated. He stated, “Success would be identified as the ability to repeat performance” (F1). However, he felt that a student is successful when he or she can claim the ability to add, subtract, multiply, divide, read, and write. Just recently, 100% of Jonathan’s 11th-grade mathematics students passed the state’s writing test. Jonathan had been using writing and literacy strategies for improving his mathematics instruction and student learning. Jonathan exclaimed, “What we have been doing is working; the data proves it” (F3). The success of their students and their teaching are factors that motivate the participants to remain in the teaching profession. The literature supports the claim that when teachers feel that they are making a difference, they are more apt to remain in teaching (Holloway, 2003).